The children at Morland Area C of E Primary follow the 2014 English programme of study and are supported by a wide variety of resources, which are matched to their needs. these include: Hamilton trust, The Power of Reading, Read, Write, Inc.
Our curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.
In reading, teaching focuses on developing pupils’ competence in both word recognition and comprehension. We aim to develop pupils’ pace, fluency and accuracy in their own reading so that it may improve their reading comprehension skills. For all year groups, weekly guided reading sessions take place in addition to an English lesson. Children are guided towards appropriate reading books and some pupils will read alongside a reading buddy or adult. We promotes reading for pleasure and encourage all children to read for at least 5 minutes every day. We also promote reading by having 'Book Mornings' where parents and carers are invited into school to have a joint reading lesson and all children are gifted the book so the learning can continue at home. We also encourage visiting books shops, the library and promote World Book Day and reading challenges.
In writing, teaching focuses on developing children’s competence in both transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). In writing, children are immersed in high quality genres and are encouraged and supported to extract key features. In the process of becoming independent writers, pupils are given clear purposes and audiences for their work. The key writing features are taught and modelled by the teacher and additional scaffolding is given when needed. Pupils are given the opportunity to complete a piece of extended writing regularly which allows them to further embed and develop their writing skills. Each week opportunities are in place for pupils to edit and draft their own writing. This will either be in response to the teacher’s marking or their own re-reading.
Grammar, punctuation and spelling are taught both discretely and within the context of reading and writing, so that learnt skills are applied to good effect. The teaching of phonics continues into KS2 as necessary, children are assessed and work in differentiated small groups. There are several phonics groups running each day. Children are assessed as they come into school and each half term. Each group works with a teaching assistant for 25 minutes per session. A Lexia Spelling programme runs within school to reinforce phonics for identified children.